ENDORSEMENT

April 2023

This is to formally endorse the ESIP CY -2022 - 2025 of LINABU

INTEGRATED SCHOOL, District of Balingasag South as presented by ROSALITA
P. ESTAÑO

to become an official roadmap of the school, with the help of the community
and other stakeholders, to be undertaken within a period of three (3) consecutive
school years with the main objective of improving the 4 pillars of education: Access,
Equity, Quality,Resiliency, and Resiliency and Well-being. The ESIP was evidence -
based, result - based, and learner-centered. This was prepared by the School-
Community Planning Team as the fundamental of School- based Management.

Recommending Approval:

DAYLINDA O. VEQUEZO
Public Schools District Supervisor
 Division ESIP QUATAME
CERTIFICATION

This is to certify that the School Improvement Plan(ESIP) CY: 2022 - 2025 of

LINABU INTEGRATED SCHOOL

(School)

Headed/ managed by ROSALITA P. ESTAÑO

(Name of School Head)

has been verified and checked by the SIP Assurance Teachnical Assistance
Monitoring and Evalaution(QUATAME) Team, this division.

_____________________________ __________________________
SEPS- SMM & E SEPS - SMNU

_____________________________ __________________________
SEPS - P & R EPS CID - LRMDS

____________________________
CES - SGOD

APPROVED:

EDILBERTO L. OPLENARIA
Schools Division Superintendent
 CERTIFICATE OF APPROVAL

The undersigned hereby approved and supported the implementation of the three -
year (S.Y. 2022-2023 - S.Y. 2024-2025) SCHOOL IMPROVEMENT PLAN prepared
by the School Planning Team(SPT) composed of the following:

Name Position Signature

ROSALITA P. ESTANO School Head Team
Leader
RAFFY D. OCHIGUE Student Representative
MARLON B. RAMIREZ Teacher Representative
CARMELITO G. YU Parent Representative
CLARESA E. BACULIO Barangay LGU
Representative
ALLAN A. VIRTUDAZO Member of BDRRMC
JOEL V. ELLEVERA Member of the School
Child Protection Policy
JHERYL F. Alumni Representative
GUIBELONDO

Checked and Reviewed:

JOSEPHINE D. LABARES EDWIN L. GAMOROT

Senior Education Program Specialist Planning Officer
(Planning and Research)

MARIA TERESA M. ABSIN CYDEL P. VALMORES, PhD

Chief Education Supervisor- SGOD Chief Education Supervisor - CID

Recommending Approval

ERLINDA G. DAEL, PhD, CESE

Assistant Schools Division Superintendent
Approved:
EDILBERTO L. OPLENARIA, CESO V
Schools Division Superintendent

Table of Contents

I. DepEd’s Vision, Mission, and Values

II. School’s Current Situation
1. Introduction of the School
2. School Performance on Access
3. School Performance on Quality
4. School Concerns on Inclusion
5. School Concerns on Well - being and Resiliency
6. School Concerns on Enabling Mechanisms - Governance
III. Strategic Plan
1. Key Performance Indicators (Targets)
2. Priority Improvement Areas
3. Strategic and Interventions
4. Three- year Indicative Plan
5. Year 1 Annual Improvement Plan
IV. Monitoring and Evaluation Plan
1. M & E Strategies
2. M & E Activities
V. Annex (Include only applicable annexes)
Annex 1A- School - Community Data Template
Annex 1B - Child Mapping Tool
Annex 2A - Child - friendly School Survey
Annex 2B - School - based Child Protection / Anti - Bullying Policy
Implementation Checklist
Annex 2C - Student - led School Watching and Hazard Mapping
Annex 3 GAP Analysis Template
Annex 4 Identifying Priority Improvement Areas
Annex 5 Planning Worksheet
Annex 6 Guidelines in Listening to the Voice of Learners and Other
Stakeholders
Annex 8 Root Cause Analysis Overview
Annex 9 - Project Work Plan and Budget Matrix
Annex 10 - Annual Improvement Plan
Annex 11 - SRC Summary of Information
 I. DepEd’s Vision, Mission, and Values
With Narrative

VISION

We dream of Filipinos who passionately love their country and

whose values and competencies enable them to realize their full
potential and contribute meaningfully to building the nation. As a
learner - centered public institution, the Department of Education
continuously improves itself to better serve its stakeholders.

REFLECTIO
In response to the DepED’s vision, Linabu Integrated School is
committed to adhere to its passion to develop learners’ potentials and skills
necessary in building responsible and good citizen in the country. Being a
learner-centered school, its goal is beyond the four walls of the classroom.
That is, to unleash what’s within the child, essential in building a strong
nation armoured with values, talents, skills and competencies. Learners
who are holistically developed and ready for the real battles of life.
Since teaching and learning process is a bit complex, it requires group
of people who serve as actors in order for it to happen. Teachers as prime
movers need the cooperation and support of the parents and other
stakeholders for the DepEd’s vision to realize.
 MISSION

To protect and promote the rights of every Filipino to quality,

equitable, culture- based, and complete basic education where:

Students learn in a child friendly, gender- sensitive, safe, and

motivating environment.

Teachers facilitate learning and constantly nurture every

learner.

Administrators and staff, as stewards of the institution, ensure

and enabling and supportive environment for effective learning to
happen.

Family, community, and other stakeholders are actively

engaged and share responsibility for developing life - long
learners.REFLECTION

Linabu Integrated School hereby pledge to uphold the ideals to protect

and promote the rights of every Filipino learner to quality, equitable,
culture-based, and complete basic education where each internal and
external stakeholder has a big role to play. To facilitate the mission of the
Department of Education, the school ensures to provide a child - friendly
environment, gender-sensitive, safe from harm and hazards, and motivating
for learning to effectively happen. With the strong support and cooperation
of the stakeholders, together, teaching - learning process will take place
successfully.
 CORE VALUES

Maka -Diyos

Makatao

Maka-kalikasan

Makabansa

The Core Values serve as the guiding principles of the school in the
crafting and implementations of the department’s programs, projects, and
activities. Being Maka-Diyos means to express one’s spiritual beliefs while
respecting the spiritual beliefs of others and showing adherence to ethical
principles by upholding truth. This also means doing all things in
accordance to God’s will. This is putting God first in the scene before
implementing programs and developing any projects and activities to ensure
that all these are all aligned in developing and enhancing our faith in the
Almighty. Being Makatao means one is sensitive to individual, social, and
cultural differences. Demonstrates contributions toward solidarity is a value
necessary in building a strong nation.

Since we are the caretaker of the environment, the school make it sure
that the nature is being preserve, cleanliness is maintained, and no living
matter is being harmed in the process. This will only mean that the school
should ensure that caring for the environment and utilizes resources
wisely, judiciously, and economically are taught.
 Moreover, being nationalistic and patriotic in anyways are just few of
the values that one should uphold to show the love of our
country.Demonstrates pride in being a Filipino; exercises the rights and
responsibilities of a Filipino citizen Demonstrates appropriate behavior in
carrying out activities in the school, community, and country. Together,
these will have great impact in the attainment of the vision and mission.
 II. The School’s Current Situation

A. INTRODUCTION OF THE SCHOOL

Linabu Integrated School is a medium - sized school offering key

stages 1 to 3, that is kindergraten education to Grade 6 and Junior High
School; Grades 7 to 10. It is located on top of the mountain of barangay
Linabu, Balingasag, Misamis Oriental which is 6.5 km from the office of
Balingasag South District. It covers a distance of 10.5 km from the
poblacion of Balingasag and 52 km from the office of Misamis Oriental
division. It can be accessed through almost all types of land transportation
but the only mode available for public use is bajaj and motorcycle or known
as “habal-habal”. The nearest elementary and secondary school is 3.5 km
away up. For private schools, the nearest is 10.5 km which are located in
the poblacion of Balingasag. Linabu IS is currently managed by a school in-
charge leading twenty - four (24) teachers and one (1) Administrative Officer,
catering kindergarten to Grade 10 learners. Most of the people living in the
community are family of farmers.
As of this time, available school buildings and classrooms are for
elementary only and no available for Junior High School. The learners in the
Junior High School levels have been utilizing the facilities such as school
classrooms, tables and chairs from the elementary. Others are occupying
the covered court constructed by the SPTA.Two (2) classes, G9 and 10
occupied the said covered court and one (1) section from grade 5 is
occupying the makeshift which is so substandard in size. Only one (1)
school building with one (1) classroom is in good condition. Seven (7)
buildings having a total of eleven (11) classrooms are for repair and rehab.
Two (2) school buildings having a total of 8 classrooms are condemned. As of
this time, one out of two (1 out of 2) is already repaired and one (1) still in
the process of rehabilitation. The condemned building is still utilized due to
surge in the enrollment. In short, the school urgently need additional
building to facilitate the increase in enrolment and to provide conducive
environment for effective learning to happen.
At the onset of SY 2022- 2023, there were no human induced hazards
and natural threats occurred except for nationwide health threat on COVID
- 19. Currently, minute case on FHMD(foot, hand, and mouth disease) is
being recorded from the daycare learners.But no case has been recorded for
Linabu Integrated School. For nutritional status, few were identified as
wasted and severely wasted, thus, subject for School-based Feeding Program
(SBFP).
B. SCHOOL PERFORMANCE ON ACCESS : PILLAR 1

Comparative Data of Enrollment

ENROLMENT BY GENDER
800
700
600 346
500 296 322
400
300
200 329 385
296
100
0
2020-2021 2021-2022 2022-2023
MALE FEMALE

Table 1. Comparative Data on Enrolment

Since 2020, the total number of enrollee has significantly increased.
The enrolment for males for SY 2020-2021 decreased by -10.03
while enrolment for females for SY 2020-2021 increased by 8.78%.
Furthermore, the enrolment data shows that the three-year enrolment is
increasing due to the opening of junior high schools.
 Three-years Comparative Data of Grade 6 Completer

Comparative Data of Grade 6 Completers

90

80 77

70

60 55
51
50
40
40 37
29 30
30 25
22
20

10

0
2019-2020 2020-2021 2021-2022

Male Female Total

Table 2. Comparative Data of Grade 6 Completer

The table above shows the comparative data of Grade 6 completer. For
the past 3 years, there is a 100% completion rate corresponding to the
number of learners enrolled every year. The number of enrolled learners in
 grade 6 decreased because of the number of school-age population during
the School Years of 2020-2021 and 2021-2022.

C. SCHOOL PERFORMANCE ON QUALITY : .PILLAR 2

1. Comparative Data on Reading Proficiency /Competency Early Grade Reading

Assessment (EGRA) (Pre- Assessment S.Y. 2022-2023)

EGRA Result
211 211 211 211

91 87 84 84
76 68 65
58 62 59 62
48
43% 41% 40% 40%
36% 32%
27% 29% 28% 29% 31%
t 28% n
in on ti io
n
io
Pr ica ns ns
to tif ehe ehe
n en pr pr
tio Id
ta om om
ir en un
d C C
O So ng ng
di ni
al ea st
e
iti R Li
In

Number of Learners Correct Incorrect No Response

Table 3. EGRA Result

Table above shows the EGRA result which has a total enrolment of
211 from grade 1-3 learners. In Orientation to print it shows that there were
91 learners or 43% of learners who got incorrect answers and it was followed
by 62 learners or 29% who have no response and only 58 learners or 27%
who got it correct. In initial Sound identification there were 87 learners or
41% who got it correct, 76 learners or 36% incorrect, and 48 learners or
28% no response. Reading Comprehension has the result of 68 learners or
32% who got it correct, 84 learners or 40% incorrect, and 59 learners or
28% with no response. Lastly, the Listening comprehension has 62 or 29%
who got it correct, 84 learners or 40% got it incorrect, and 65 learners or
31% have no response.

2. Comparative Data on Learners Reading Proficiency

Phil-IRI Result by Key Stages

Key Stage 1 (Grade 2-3) Reading Level Result

137 137 137 137

57%
45% 45% 78 46%
62 36% 62 36% 63 31%
24%
49 23%
19%
46 19% 19% 43
29 33 31
26 26

Oral English Oral Filipino Silent English Silent Filipino

Number of Learners Frustration Instructional Independent

Table 4. Key Stage 1 Reading Level Result

The table above shows the reading level of the key stage 1 (Grade 2-3)
wa the total number of 137. In English Oral Reading there were 62 learners
or 45% of frustration level, 49 learners or 36% instructional level, and there
were 19% independent level. Oral reading in Filipino also has 2 learners or
45% frustration level, 46 learners or 46% instructional level, and 29 learners
or 21% independent level. Moreover, Silent reading were also gathered.
Silent reading in English has 78 learners or 57% frustration level, 33
learners or 24% were instructional, and 26 learners or 19% independent
level. In Silent Reading in Filipino, the table shows that there were 63
learners or 46% were identified as frustrated, 43 learners or 31%
instructional level, and 31 learners or 23% independent level.
The data above indicate that there is a high number of frustrated
readers in silent reading in English followed by silent reading in Filipino.

Key Stage 2 (Grade 4-6) Reading Level Result

187 187 187 187

55%
48%
47% 41% 103
88 40% 90
33%
33% 76 74
29%
61 20% 20% 55
62
19%
16%
38 37 35
29

Oral English Oral Filipino Silent English Silent Filipino

Number of Learners Frustration Instructional Independent

Table 5. Key stage 2 (Grade 4-6) Reading Level Result

Table above shows the Key Stage 2 (Grade 4-6) Reading Level Result.
There were a total of 187 Grade 4-6 learners. In English Oral Reading there
were 88 learners or 47% frustration level, 61 learners or 33% instructional
level, and 38 learners or 20% were independent level. Filipino Oral Reading
have 76 learners or 41% frustration level, 74 learners or 40% instructional
level, and 37 learners or 20% independent level. For Silent Reading in
English there were 103 learners or 55% frustration level, 55 learners or 29%
instructional readers, and 29 learners or 16% independent level. Silent
Reading in Filipino have 90 learners or 48% frustration level, 62 learners or
33% instructional level and there were 35 learners or 19% independent
level.

Key Stage 3 (Grade 7-10) Reading Level Result

236 236 236 236

53% 50%
52%
123 125 49%
118 115
26% 25% 29% 29%
62 22% 22% 21% 68 68 22%
60 53
51 51 50

Oral English Oral Filipino Silent English Silent Filipino

Number of Learners Frustration Instructional Independent

Table 6. Key Stage 3 (Grade 7-10) Reading Level Result

The table above shows the reading level of the key stage 3 (Grade 7-
10) with a total number of 236. In English Oral Reading there were 62
learners or 26% of frustration level, 123 learners or 52% instructional level,
and there were 51 or 22% independent level. Oral reading in Filipino also
hahas25 learners or 53% frustration level, 60 learners or 25% instructional
level, and 51 learners or 22% independent level. Moreover, Silent readings
were also gathered. In silent reading in English has 50 learners or 21%
frustration level, 118 learners or 50% were instructional, and 68 learners or
29% independent level. In Silent Reading in Filipino, the table shows that
there were 115 learners or 49% were identified as frustrated, 68 learners
or,29% instructional level, and 53 learners or 22% independent level.

Reading level of Linabu Integrated School has significantly implies

that the learners have difficulties in understanding on Silent Reading in
both English and Filipino. For Grade 1 learners, they have difficulties in
initial sound recognition. These problems greatly affect the reading level of
learners of Linabu Integrated School. One of the major factors that affect the
problem is the pandemic in which they lack contact with teachers, proper
teaching of initial sounds, and practicing reading at home.

3. Comparative Data on Key Stage 1 Learner’s Numeracy Level

Numeracy Level
Grade Level Non - Numerates Numerates Highly Numerates
Kinder 5% 50% 45%
Grade 1 3% 60% 37%
Grade 2 2% 72% 16%
Grade 3 0% 65% 35%

Table 7:*Pre- assessment data SY 2022 - 2023

The table shows the numeracy level of Kindergarten to Grade 3
learners. It also shows that there is a higher percentage of non - numerates
among Kindergarten learners subject for intervention plan in numeracy.
4. Learning Standards/ Performance - MPS Data per Quarter (S.Y. 2022-2023)

MPS Data per Quarter S.Y. 2022 - 2023

88
86 86 86 86
86 85 85
84 84 84 84 84 84 84
84 83 83 83
82 82 82 82 82
82 81
80 80
80 79
78
78 77
76
74
72
First Quarter Second Quarter Third Quarter

Filipino English Math Science MTB AP TLE ESP MAPEH

The graph shows the MPS of all the learning areas from Grades 1 to
10. The result gives the idea on what subject needs intensive intervention
plan of activities to increase the MPS.
5. Completion Rate

Comparative Data of Grade 6 Completers

90
80 77
70
60 55
51
50
40
40 37
29 30
30 25
22
20
10
0
2019-2020 2020-2021 2021-2022

Male Female Total

Table 8. Comparative Data of Grade 6 Completer

The table above shows the comparative data of Grade 6 completer. For
the past 3 years, there is a 100% completion rate corresponding to the
number of learners enrolled every year. The number of enrolled learners in
grade 6 decreased because of the number of school-age population during
the School Years of 2020-2021 and 2021-2022.
D. SCHOOL PERFORMANCE EQUITY AND
CONCERNS ON INCLUSION : PILLAR 3

Data on Children with Disabilities Enrolled in School

Type of Disability (Current SY 2022-2023)
No. of
Children
DEAF
Level with PHYSICAL Dis
AND Disabilit
Disabilit DISABILITI Disability: Disability: abili Disability: Disab
MUT y:
ES ty:
ies E

               

Kinderg
2 2 0          
arten
Grade 1 0 0 0          
Grade 2 0 0 0          
Grade 3 0 0 0          
Grade 4 0 0 0          
Grade 5 1 1 0          
Grade 6 0 0 0          
Grade 7 0 0 0          
Grade 8 1 1 0          
Grade 9 1 1 0          
Grade
1 0 1          
10

TOTAL 6 5 1          

Table 9. Children with Disabilities Enrolled in School

 The table above shows the number of learners enrolled in Linabu
Integrated School with disabilities. These five learners who were identified
based on manifestations shown as deaf and mute learners are regularly
attending classes while the other one is by modular distance learning set-
up. Teachers have difficulties in teaching these identified deaf and mute
learners but they have given special activities that will help them to enhance
their own capabilities.

Data on Learners at Risk of Dropping out.

Learners at Risk of Dropping out

2 2 2 2

1 1 1 1 1 11 1 1 1

00 0 0 0 0 0 0

der e
1
e
2
e
3
e
4
e
5
e
6
e
7
e
8
e
9 10
n d d d d d d d d d e
Ki Gr
a
Gr
a
Gr
a
Gr
a
Gr
a
Gr
a
Gr
a
Gr
a
Gr
a
r ad
G
Male Female
Table 8. Learners at Risk of Dropping out

The table above shows the number of learners at risk of dropping out
for the school year 2022-2023. Out of 732 learners, there were 14 male and
4 female learners who are at risk of dropping out. Teachers are doing their
 best to save these learners by doing home visitations and other modalities
that maybe applied to continue their education.

School Facilities for Learners in Situations of Disadvantage

Facilities for Learners with Number

Disabilities/ in Disadvantage
Situations
Buildings with PWD Ramp 1
Available equipment/learning 0
resource for SPED learners
Gender- based comfort rooms 1

There was only one (1) classroom building with a ramp but not so safe
to use because it is slippery even when dry. The school strengthens the
linkage with the alumni association of the school and agreed to provide
allocations for the repair of the ramp. One detached, gender-based comfort
room is present but now utilize as common comfort room subject for the
next SPTA project.
Data on Learners-Teachers-Classroom

Grade Level Number of Number of Number of Number of

Learners Teachers (by Classrooms Shortage
advisory) Classrooms

Kindergarten 100 2 2 0

Grade 1 78 2 2 0

Grade 2 73 2 2 0

Grade 3 61 2 2 0

Grade 4 79 2 1 1

Grade 5 61 2 1 1

Grade 6 45 2 2 0

Grade 7 61 2 2 0

Grade 8 53 2 2 0

Grade 9 63 2 1 1

Grade 10 58 2 1 1

Total 732 20 18 4

Table 10. Data onn Learners, Teachers, and Classroom Shortage

The data above shows the number of learners, teachers, and
classroom shortage of Linabu Integrated School. It is very clear that for 732
 enrolled learners there were 18 functional classrooms and there were 4
classroom shortages. Two classes are having their class in the covered court
and the rest of the two classes are in the makeshift classroom. The school
and the LGU are working hand in hand to address this current situation of
the school.

E. SCHOOL PERFORMANCE ON RESILIENCE

AND WELL - BEING: PILLAR III

Nutritional Status of Learners

Number of Learners by Health Status

14
12
10 5
8
6 1
2
4 7 1
0 0 0 0 6 0 0 0
2 0 1 4 1
1 1 1 3 3 3 2 3
0 1 1 0 0 1 1 1 1
0 0 0 1 0 0 1
FEMALE

FEMALE
FEMALE

FEMALE

MALE
MALE

MALE

MALE
Male

Female

Female

Female

Female

Male

Female

Male

Female

Male

Female
Male

Male

Male

KINDER GRADE 1 Grade 2 GRADE 3 GRADE 4 GRADE 5 GRADE 6 GRADE 7 GRADE 8 GRADE 9 GRADE
GARTEN 10

WASTED SEVERELY WASTED

Table 11. Nutritional Status

 Wasted Severely Wasted
Level
Total Male Female Total Male Female
Kindergarte
8 7 1 5 5 0
n
Grade 1 1 1 0 0 0 0
Grade 2 1 0 1 2 1 1
Grade 3 2 1 1 2 1 1
Grade 4 7 3 4 2 0 2
Grade 5 3 0 3 2 1 1
Grade 6 0 0 0 0 0 0
Grade 7 1 1 0 1 0 1
Grade 8 1 0 1 0 0 0
Grade 9 9 6 3 1 1 0
Grade 10 5 2 3 0 0 0
Grade 11 0 0 0 0 0 0
Grade 12 0 0 0 0 0 0
Total 38 21 17 15 9 6

At the start of the school year 2022 - 2023, a total of 53

undernourished pupils (of which were 38 pupils severely wasted/severely
undernourished and 15 wasted/undernourished) were given close attention
and support through the school’s feeding program. At the end of the school
year, a very significant improvement was noted, leaving only 2 pupils
undernourished.
School – Based Child Protection/Anti-Bullying

School-Based Child Protection/Anti-Bullying Policy Implementation Checklist

Name of School: LINABU INTEGRATED SCHOOL

Address: LINABU, BALINGASAG, MISAMIS ORIENTAL
District/Division/Region: BALINGASAG SOUTH DISTRICT/ MISAMIS ORIENTAL/ R10

This checklist is designed to monitor and evaluate the

compliance of the school/s in the implementation of DepEd
Order No. 40, s. 2012 and DepEd Order No. 55, s. 2013.
Tick the appropriate box that corresponds to your observation.
Instruction: P – Present or In Place
A – Absent or Not In Place
Findings will be based simply on the presence or absence of the
requirement as stated in each item and shall be the basis for a
plan of action by the school and the Division Office.

P A

1. The school has a written school-based child protection and/or anti-

bullying policies.
2. There is a code of conduct incorporated in the school-based child
protection or anti-bullying policy for the following:

a. Students

b. School Administrators

c. Non-Teaching Personnel (guards, maintenance, etc.)

d. Teachers

e. Visitors (Parents, alumni etc.)

f. Off-Campus activities such as field trip, camping etc.

to students such as:

b. Employing children as house helper or asking students to care

for teacher’s children while in school;
c. Relating with children in private for personal matters like
student-teacher as “text mates” or face book friends;

d. Going out with students after school such as watching movies;

e. Using green jokes or jokes with double meaning in the class;

and
f. Cultural Beliefs (marrying children because it is acceptable based
on one’s culture/religion, amicable settlement on child abuse cases).
4. Promotion or information dissemination of the school-based child
protection and/or anti-bullying policies is done during school opening for:

         Students

         Teachers

         Non-Teaching personnel

         Parents

5. There are written procedures to guide in conducting disciplinary

proceedings in cases of offenses committed by pupils, students, or
learners.
6. The school has adopted a conflict resolution mechanism that respects
the rights of indigenous peoples, provided that they conform to child’s
rights and the Department issuances on child protection.
7. There is an established system for identifying students who may be
suffering from significant harm based on physical, emotional, or
behavioral signs.
8. Has developed and implemented a school-based referral and
monitoring system to address child abuse and bullying cases.

9. There is an existing record of all proceedings related to bullying and

child abuse cases using the Intake Sheet (Annex B of DO 40, s. 2012 or
Appendix B or DO 18, s. 2015) as appropriate.
11. The school has submitted its consolidated reports on bullying and child
abuse cases to the Division Office a week after the opening of each
school year.
12. Has mapped out available resources in their community for possible
linkages or networking for cases needing referrals etc.

13. Has an active coordination with WCPD, DSWD, and other government
and Non-Government Organizations (NGO).

14. Has a clear policy on the use of positive and non-violent discipline for
children.

15. There is an organized Child Protection Committee (CPC) in the

school.

16. There is an annual capacity building activities for the members of the
CPC:

         Guidance Counselor/Designated Guidance Teacher

         Representative of the Students

         Representative of the Parents

         Representative of the Barangay

         Representative of the Teachers

17. The CPC is meeting regularly to discuss appropriate interventions

and/or responses to school problems on bullying and child abuse cases
and other concerns.
18. The school with its CPC has initiated information dissemination
programs and organized activities for the protection of children from
abuse, exploitation, violence, harm, and bullying.
19. There is a strong student participation in the promotion of child
protection and anti-bullying policies of the school.

20. There is a feedback mechanism in the school to monitor the

implementation of the Child Protection and/or Anti-Bullying policies.

(Total Number of P and A multiplied the total number of items divided by

81.08 18.92
100)
General Description: The school is a GOOD implementer of CRPU Policy

Recommendation:

Prepared by:

JOEL V. ELLEVERA
Signature over Printed Name

SDRRM COORDINATOR
Designation

Date

Received by:

ROSALITA P. ESTA Ň O
Signature over Printed Name
School Head
Designation

Date
 Data the Incidence of Bullying/ Child Abuse

Comparative Data on the Incidence of Bullying/Child Abuse

School Year 2019-2021 2021-2022 2022-2023
Number of Reported
incidence/child abuse 0 0 2
Number of incidence
referred to other offices 0 0 1

The tables shows the comparative data on the incidence of bullying or

child abuse from the SY 2019 - 2021. It is evident that that are few
recorded incidence and has given appropriate actions. One(1) incident of
child abuse is being referred to DSWD for proper action.

Graph on the data on Incidence of Bullying/Child Abuse

 Incidence of Bullying/Child Abuse
2.5

2
2

1.5

0.5

0 0 0 0 0 0 0 0 0 0
0
Kinder Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10
garten

2020-2021 2021-2022 2022-2023

The graph shows that there are 2 cases of bullying/child abuse among
Grade 7 on the current school year. This has given proper actions. One has
already referred to DSWD.

School Hazards
School Hazards Presence/Absence Description
(/ or X)
Broken Window X
Slippery Pathway /
Blocked Corridor x
Heavy objects mounted on top of x
cabinets/shelves
Flooded area /
Busted plugs/light bulbs/electrical x
facilities
Exposed electrical wires x
Protruding nails in chairs and tables x
Broken door knobs x
Warning sign: slippery /
pathways/corridors
Plants mounted on the building x
railings
Flooding x
Exposed chemicals and liquids x
Lack/absence of storage for /
equipment
Dripping ceiling x
Stagnant water x
Unpruned trees/bushes/shrubs x
Open/clogged canals x
No ramps for elevated school x
buildings
Swing - in doors x
Broken/dilapidated ceiling x
Open/incomplete perimeter fence /
Presence of stray animals inside the /
school campus
Presence of electrical /
post/transformer near or within the
school perimeter
No system of release to parents during x
emergencies
No posted emergency hotlines around x
the school
Garbage area(segregation of /
biodegrable and nonbiodegrable
Detached of peeled off GI sheets x
Broken toilet bowl and/or sinks x
Broken chairs/desks/tables x
Blocked/ no emergency exits x
Unmounted cabinets/shelves x
Medical kits in every classroom /
Condemnabe building(e.g. very old /
structure, collapsing building and/or
prominent cracks on classroom walls)
Others(list as many as possible) x

So far, for Linabu Integrated School, the only considered hazardous to

the learners and teachers is flood. Everytime rain falls heavily, despite of
being in a mountainous area, the school is located at a lower level of land.
Thus, it serves as a basin of collection of water from the more elevated
neighboring land properties.The school has constructed drainage for the
water to contain but not enough to prevent the water from spillage. This
spilled water will find its way out and into a low -lying classrooms. If this
hazard is not addressed properly, this would greatly affects learner’s
performance or school operations in such a way that it hampers the daily
routine and activities for teaching-learning process.

Mental and Psycho-social Condition

Comparative Data on Learners with Mental and Psycho-social

Conditions
Calendar 2020 2021 2022 2023
Year
No.of No available No available No available No available
learners data data data data
assessed
with mental
and psycho-
social
condition
 For the three (3) consecutive years, there were no incidence of learners
having assessed to have mental and psycho-social conditions. There were no
manifestations also observed for entire three years.

Security, Peace, and Order Situation

Last July 2022, there was an encounter between soldiers and people
in the left in the nearby area. Fortunately, it happened during the end of the
school year(EOSY), so, no classes were disrupted due to the event. Only
teachers were at the school doing their paperwork but were so alert keeping
themselves safe from the harm. Over the past few years, this was the only
time that the school experienced such threat. The barangay council and the
school has talked about this and agreed to be vigilant always. Also, they
reminded the community to report any suspicious individual seen in the
vicinity for immediate action.

Affected and Displaced Learners/ Retained in School

Percentage of Learners Displaced and Retained in School due to

Calamities/Disasters(Natural/Human Induced Hazards)
School Year 2019-2020 2020-2021 2021-2022 2022-2023
Natural Hazards
Drought 0 0 0 0
Earthquake 0 0 0 0
Fire 0 0 0 0
Flood 0 0 0 0
Landslide 0 0 0 0
 Tropical Cylone 0 0 0 0
Volcanic 0 0 0 0
Eruption
Tsunami 0 0 0 0
Human-Induced
Hazards
Armed Conflict 0 0 0 0
Bomb 0 0 0 0
threats/Bombing
Civilian Violence 0 0 0 0
Others(pls 0 0 0 0
specify)

The table shows no affected learners being displaced or retained in

school due to natural and human0induced hazards.

Learners who are Happy and Satisfied with their Basic Education Experiences

Percentage of Learners who are Happy and Satisfied with their Basic
Education Experience

Calendar Year Total Enrolment % of Learners who are

(BoSY 2022) happy and satisfied with
their basic education
experience
CY 2022 726 98%
 The percentage is obtained through a survey form led by the SSG and
SPG officers. The result implied that 2% of learners based on the survey
who were not much happy and satisfied with their basic education
experiences. One of the reasons cited was having no extra -curricular
activities during the time of pandemic(limited face- to-face). Few learners
seek transfer to another school but they were encouraged to stay because all
schools really were reminded having extra-curricular activities a big “NO”
during pandemic. Fortunately, they listened and did not transfer.

Learner’s Awareness on Their Rights TO and IN Education, and How to Claim Positively
Calendar Year Total Enrollment %of learners who know
their rights TO and IN
education and how to claim
them positively.
CY 2023 726 5%

Based on the school-based survey, the table shows that there are only
5% of learners who are aware of their rights TO and IN education and how
to claim them positively. So, mass information drive is designed to make
them more aware of their rights TO and IN education and how to claim them
positively.

III. Improvement Plan/ Strategic Plan

STRATEGIC GOAL FOR ACCESS

All school-age children, out-of-school youth, and adults accessed
relevant basic learning opportunities.

Planning Worksheet
PILLAR 1: ACCESS
LEARNING DEPED PRIORITY GENERAL ROOT TIMEFRAME
STAGE INTERMEDIATE IMPROVEMENT OBJECTIVES CAUSE/S S.Y. S.Y. S.Y.
OUTCOMES AREA 2022- 2023- 2024-
2023 2024 2025
1. All school- 1.1 – All five- Sustain the All school-age Increase
age children year-old children increase of learners in number of
and out-of- in school enrolment the Out-of-
school youth community school
have access will be youth
to relevant enrolled. children
basic
learning
opportunities
1.2 – All learners Increase the All learners Increase
stay in school promotion rate will be given number of
and finish key opportunities learners at
stages. to finish key risk of
stages. dropping
out and
potential
retained
learners.

STRATEGIC GOAL FOR EQUITY

Disadvantage school-age children and youth, and adults

benefited from appropriate equity initiatives.
Planning Worksheet
PILLAR II: EQUITY
LEARNING DEPED PRIORITY GENERAL ROOT TIMEFRAME
STAGE INTERMEDIAT IMPROVEMEN OBJECTIVE CAUSE/S S.Y. S.Y. S.Y.
E OUTCOMES T AREA S 2022 2023 2024
- - -
2023 2024 2025
1. 1.1 – School – Zero Dropout To decrease -
Disadvantage age children rate program the number Distance
d school-age and youth, and of learners at of School
children and adults in risk of from
youth, and situation of dropping out home,
adults disadvantage Child
benefited benefited from labor and
from appropriate family
appropriate equity initiatives conflict
equity -An
initiatives increasin
g number
of
learners
at risk of
dropping
out
-

STRATEGIC GOAL FOR QUALITY

Learners complete K to 12 basic educations, having successfully
attained all learning standards that equip them with the necessary skills
and attributes to pursue their chosen paths.

Planning Worksheet
PILLAR III: QUALITY
LEARNIN DEPED PRIORITY GENERAL ROO TIMEFRAME
G STAGE INTERMEDIATE IMPROVEME OBJECTIV T S.Y. S.Y. S.Y.
OUTCOMES NT AREA ES CAUS 2022- 2023- 2024-
E/S 2023 2024 2025
K to Learners Learners Word -To -
Grade 3 complete attain recognition increase Reco
K to 12 stage 1 and independe very
basic (K-Grade comprehensi nt readers gap
educatio 3) on in English from
ns, learning independe the
having standards nt readers pand
successf of from 19% emic.
ully fundamen to 25%, -
attained tal and Pupil
all reading instruction s/
learning and al readers Stud
standard numeracy from 36% ents
s that skills to 45% have
equip - To irreg
them increase ular
with the independe readi
necessar nt readers ng
y skills in Filipino pract
and independe ice
attribute nt readers
s to from 23%
pursue to 35%,
their and
chosen instruction
paths. al readers
from 31%
to 40%.
Grades 4 Learners Reading -To Reco
to 6 attain Comprehensi increase very
Stage 2 on independe gap
(Grade 4- nt readers from
6) in English the
learning independe pand
standards nt readers emic.
in from 20%
required to 30%,
literacy and
and instruction
numeracy al readers
skills and from 33%
apply to 40%
21st- - To
century increase
skills to independe
various nt readers
real-life in Filipino
situations independe
. nt readers
from 20%
to 30%,
and
instruction
al readers
from 40%
to 45%.
Grades Learners Reading -To Reco
7-10 attain Comprehensi increase very
Stage 3 on independe gap
 (Grade 7- nt readers from
10) in English the
learning independe pand
standards nt readers emic.
in from 22%
required to 30%,
literacy and
and instruction
numeracy al readers
skills and from 22%
apply to 30%
21st- - To
century increase
skills to independe
various nt readers
real-life in Filipino
situations independe
. nt readers
from 22%
to 35%,
and
instruction
al readers
from 25%
to 35%.
Key Learners Proficiency of To improve -
Stage 1- attain all pupils instruction Instr
3 Stage 1-3 and students in the uctio
(Grade 1- in the four conceptual n
10) fundamental ization of don’t
learning operations in the four provi
standards Math fundament de
in al for
required operations conc
literacy among eptu
and learners alizat
numeracy ion
skills and
apply -
21st- Teac
century hers
skills to lack
various of
real-life traini
situations ng in
. conc
eptu
alizat
ion
English To increase -
Quarterly the Readi
MPS is 79% English ng
Quarterly comp
MPS from rehe
79% to nsion
83% of the
pupil
s
very
poor
-
Teac
 hing
strat
egies
utiliz
ed by
teach
ers
don’t
facilit
ate
readi
ng
comp
rehe
nsion
devel
opme
nt

STRATEGIC GOAL FOR RESILIENCY AND WELL-BEING

Learners are resilient and know their rights, and have the life skills to
protect themselves and their rights

Planning Worksheet
PILLAR IV: RESILIENCY AND WELL - BEING
LEARNING DEPED PRIORITY GENERAL ROOT TIMEFRAME
STAGE INTERMEDIATE IMPROVEMENT OBJECTIVES CAUSE/S S.Y. S.Y.
OUTCOMES AREA 2022- 2023- 2
2023 2024 2

Learners Learners are Kindergarten To construct No available

are served by a Classroom classroom kindergarten
resilient department that suitable for classrooms
and know adheres to a elementary
their rights-based learners
rights, and education
have the framework at all
life skills levels
to protect
themselves Learners are
and their safe and
rights protected and
can protect Classroom To construct Lack 2
themselves from Shortage for additional classrooms for
risks and Elementary classrooms for elementary
impacts from elementary
natural and learners
human-induced
Classroom To construct No available
hazards
Shortage for classroom building for
JHS buildings for JHS
Learners have
JHS learners
the basic,
Perimeter fence To construct Incomplete
physical,
construction five span Perimeter fence
mental, and
perimeter fence
emotional School Repair To provide Presence of
fortitude to cope and school safety repairable
with various maintenance facilities for all facilities in the
challenges in life learners and school
and to manage personnel
risks.
Health and To decrease To decrease
Nutrition 80% of 80% of
undernourished undernourished
learners learners

Semi- To purchase Lack of school

Expendable semi- equipment for
Equipment expendable school
equipment for operation
school
operation

V.
Communication

COMMUNICATION
COMMUNICATION TOOLMANAGEMENT PLAN
EXPECTED TARGET DATE
ACTIVITIES PARTICIPANTS
PREPARATORY
ACTIVITIES

1. Data Gathering  School -  School Head April 4, 2021

Gather and organize
Community  Teacher
necessary data
April 2022 Mapping representative
 Child - friendly  Parent
School Survey Representative
 School Report  Barangay/LGU
Card Representative
 Student-led  Member of
School Watching barangay
Team DRRMC
 Alumni
Representative
 School’s Child
Protection Policy
Coordinator
  Student
Representative

2. Form the School  SPT Form  School Head

Planning Team(SPT)  Teacher
representative
 Parent
Representative
 Barangay/LGU
Representative
 Member of
barangay
DRRMC
 Alumni
Representative
 School’s Child
Protection Policy
Coordinator
 Student
Representative

PHASE 1 - ASSESS
VI. Appendices
 COMMUNICATION MANAGEMENT PLAN
COMMUNICATION ACTIVITIES TOOL EXPECTED TARGET DATE
PARTICIPANTS
(What do you intend to do?) (How do you reach the
stakeholders?) (The stakeholders you
intend to work with)

EPARATORY ACTIVITIES
ril 2023

epare for the ESIP Gather and organize  School - Community School Head April 03 - 11, 2023
velopment necessary data Data Template
Teachers
 Child Mapping Tool
SPG/SSG
 Child - Friendly School
Survey
 Child Protection Policy
Implementation
Checklist
 Student led- School
Watching and Hazard
Mapping

Form the School Planning  SPT Form School Head April 13, 2023
Team(SPT)

Convene the SPT for
orientation, vision sharing,
and scheduling
HASE 1: ASSESS
ril - May 2023
entify /Review Priority Present and discuss the
eas information gathered
during the preparatory
activities
Invitation Letter
 School - Community
Data Template
 Child Mapping Tool
 Child - Friendly School
Survey
 Child Protection Policy
Implementation
Teacher Representative
Student Representative
Parent Representative
Barangay/LGU
Representative
Member of BDRMMC
Alumni Representative
School Planning Team(SPT) April 13, 2023
School Planning Team(SPT) April - May 2023
 Checklist
Student led- School
Watching and Hazard
Mapping

Identify/Review the Priority Priority Improvement School Planning Team(SPT)

Improvement Areas Areas Template

alyze the Priority Set the general objectives School Planning Team(SPT)
provement Areas

Organize the Project Teams School Planning Team(SPT) May 2023

Listen to the voice of the Annex 6 Gudelines in School Planning Team(SPT)

learners and other Listening to the Voice of
stakeholders the Learners and Other
Stakeholders

Analyze the process Walk the Process School Planning Team(SPT)

guidelines

Select Area of Focus School Planning Team(SPT)

Do Root Cause Analysis Root Cause Analysis School Planning Team(SPT)

Overview

Present Root Cause to SPT School Planning Team(SPT)

HASE 2: PLAN
 ly - August 2023 Review General Objectives School Planning Team(SPT) July - August 2023
and Targets

Formulate Solutions School Planning Team(SPT)

Develop Project Designs School Planning Team(SPT)

Write the School School Planning Team(SPT)

Improvement Plan

Prepare the Annual School Planning Team(SPT)

Implementation Plan

HASE 3: ACT
ptember - December 2023

Test the Solutions School Planning Team(SPT) September 2023 -

December 2023

Roll out the Solutions School Planning Team(SPT)

CK TO ASSESS

Check Progress of AIP School Planning Team(SPT)

OMMUNICATING TO STAKEHOLDERS
 Prepared by:

CLARESA E. BACULIO ROSALITA P. ESTAÑO JHERYL F.

GUIBELONDO
School Planning Team Member School Panning Chair School Planning
Team Member

ANNUAL IMPLEMENTATION PLAN

SCHOOL YEAR 2022-2025
School Project Objective Output for the Activities Person(s) Schedule/ Budget per Budget
Improvement Year Responsible venue activity source
Title
ACCESS
Sustain the All school-age 100% of school Community BNS January 2023 5,000.00 MOOE
increase of learners in the age learners in Mapping BHW
enrolment community will be the community School Principal
enrolled. will be enrolled Teachers
Early Registration School Principal January 2023 5,000.00 MOOE
Teachers
Enrolment School Principal 5,000.00 MOOE
Teachers August 2023
Increase the All learners will be 100% of Home Visitation for Parents September 1,000.00 MOOE
promotion rate given opportunities to learners will be learners who are at Teachers 2022 – June
finish key stages given risk of dropping out 2023
opportunities to Meet the parents of Parents Teachers September 1,000.00 MOOE
finish key stages learners who are at 2022 – June
risk of dropping out 2023
EQUITY
Zero Dropout To maintain zero 0% of learners Home Visitation for Parents September 1,000.00 MOOE
Rate Program dropout and decrease at risk of learners who are at Teachers 2022 – June
the number of learners dropping out risk of dropping out 2023
at risk of dropping out.
Meet the parents of Parents Teachers September 1,000.00 MOOE
learners who are at 2022 – June
risk of dropping out 2023
Quality

To increase the 25% Seminar-workshop School Principal February 6,000.00 MOOE

Improving Word Independent Reader Independent 2023
to 25% and Reader
Recognition and
Instructional Readers
comprehension by 45% 45% Phil-IRI Pretest School Principal 4,000.00 MOOE
Instructional Teachers February
of Grade 1 to 3
Readers 2023
pupils Reproduction of School Principal February 5,000.00 MOOE
Supplementary 2023
reading materials
School Principal
Improving To increase the level 80% MPS in Seminar-workshop Teachers October 6,000.00 MOOE
Reading of comprehension in English 2022-
Comprehension English to 30% February
of Grade 4 to 6 independent readers 2023
pupiils and 40% instructional School Principal
readers Phil –IRI Posttest Teachers February 4,000.00 MOOE
2023
Formulation of the
Class/Grade Level School Principal February 2,000.00 MOOE
To increase the level Reading Program Teachers 2023
of comprehension in
Filipino to 30%
independent readers
and 45% instructional Reproduction of School Principal October 2022 10,000.00 MOOE
readers supplementary Teachers
reading materials
for the Grade 3 and
6 pupils

Implementation of School Principal October 2,000.00 MOOE

the Class/Grade Teachers 2022-
Level Reading February
Program 2023
Monitoring and School Principal October 2,000.00 MOOE
Supervision of the 2022-
Grade 4 and 6 February
Class/Grade Level 2023
Reading Program
Phil-IRI Post Test School Principal February 2,000.00 MOOE
Teachers 2023
 School Principal
Improving To increase the level 80% MPS in Seminar-workshop Teachers October 6,000.00 MOOE
Reading of comprehension in English 2022-
Comprehension English to 30% February
of Grade 7 to 10 independent readers 2023
students and 30% instructional School Principal
readers Phil –IRI Posttest Teachers February 4,000.00 MOOE
2023
Formulation of the
Class/Grade Level School Principal February 2,000.00 MOOE
To increase the level Reading Program Teachers 2023
of comprehension in
Filipino to 35%
independent readers
and 55% instructional Reproduction of School Principal October 2022 10,000.00 MOOE
readers supplementary Teachers
reading materials
for the Grade 3 and
6 pupils

Implementation of School Principal October 2,000.00 MOOE

the Class/Grade Teachers 2022-
Level Reading February
Program 2023
Monitoring and School Principal October 2,000.00 MOOE
Supervision of the 2022-
Grade 7 and 10 February
Class/Grade Level 2023
 Reading Program
Phil-IRI Post Test School Principal February 2,000.00 MOOE
Teachers 2023

Seminar- School Principal February 2023 6,000.00 MOOE

Improving To improve instruction workshop
proficiency in in the
four conceptualization of Instructional Formulate the School Principal September 100.00 MOOE
fundamental four fundamental Supervisory Instructional 2022
operations in operations in Math Plan Supervisory Plan
Math for the School
Individual Observe classes of School Principal & September 200.00 MOOE
Teacher’s four (4) teachers Teachers 2022-July
Teaching record each week 2023
Observation
Log/Checklist
Analysis of Analyze School Principal October 2,000.00 MOOE
Individual observation results 2022-July
Teacher’s of teacher’s 2023
Teaching classes
Record
Minutes of Conference with School Principal & October 2,000.00 MOOE
Teacher- identified teachers Teachers 2022-July
Principal in terms of their 2023
conference teaching

Seminar- School Principal February 2023 6,000.00 MOOE

Improving To increase English workshop
quarterly MPS Quarterly MPS to 83%
in English Instructional Formulate the School Principal September 100.00 MOOE
Supervisory Instructional 2022
Plan Supervisory Plan
for the School
Individual Observe classes of School Principal & September 200.00 MOOE
Teacher’s four (4) teachers Teachers 2022-July
Teaching record each week 2023
Observation
Log/Checklist
Analysis of Analyze School Principal October 2,000.00 MOOE
Individual observation results 2022-July
Teacher’s of teacher’s 2023
Teaching classes
Record
Minutes of Conference with School Principal & October 2,000.00 MOOE
Teacher- identified teachers Teachers 2022-July
Principal in terms of their 2023
conference teaching
Resiliency and Well-being
Minimize School Principal October 2022 6,000.00 DOH
undernourished Deworming/ RHU & RHU
learners Immunization Teachers March 2023
Health and To decrease 80% Functional Repair Water School Principal October 2022 4,000.00 PTA
Nutrition undernourished Watsan facilities
learners School Principal October 130,000 DepEd
Feed School-Based Teachers 2022- DOH
 Beneficiaries feeding Program Feeding Teacher February
2022
Awareness on Nutrition activities School Principal October 2022 3,000.00 MOOE
proper nutrition Teachers

Functional Plant assorted School Principal October 2022 5,000.00 PTA

Gulayan sa vegetables in Teachers 4Ps
Paaralan Gulayan sa Parents
Paaralan

Use for school Purchase Sound August 2022

activities System School Principal 40,000.00 SEF
Semi- PTA
Expendable To purchase semi-
Equipment Purchase 3 Purchase Printer School Principal January- 15,000.00 MOOE
expendable equipment
Printers December
2022
17 TV sets for TV sets -School Principal August 2022 255,000 SEF
Kindergarten to LGU to December
Grade 6 2023
1 sala set for Sala Set School Principal January 2023 25,000.00 SEF
office equipment LGU
1 Gas Range for Gas Range School Principal July 2023 25,000.00 LGU
TLE class LGU
1 Grass cutter Grass Cutter School Principal June 2023 15, 000.00 LGU
for school LGU
maintenance
School Repair To provide school
and maintenance safety facilities for all Put up window Classroom Window School Principal June 2022-
learners and MOOE
grills in Grills LGU January 40,000.00
personnel LGU
classrooms 2023
January-
Put up new School Principal
December 15,000.00 MOOE
ceiling classroom Ceiling
2022
June to
Safety Electrical School Principal
December 10,000.00 PTA
wirings Electrical Lightings PTA
2022

Newly painted
Repainting School School Principal MOOE
School Building May 2023 25,000.00
Buildings & Roofs LGU
& Roofs
Functional School Principal PTA
Watsan July 2023 5,000.00
Watsan LGU MOOE
Kindergarten To construct
Classroom Kindergarten Agreed to put Meeting with the School Principal January 2023 500.00 MOOE
Classroom up Kindergarten LGU and GPTA PTA
Classroom officers LGU

Kindergarten Making of Program

Classroom of Work School Principal February 1,000.00 PTA
Building GPTA 2023
Program of LGU
Works
 Fund raising/ Plan for funds School Principal February 7,000.00 NGOs
accept PTA 2023 PTA
donations Alumni Alumni

Monitor Follow up projects School Principal February - 1,000,000.00 LGU/SEF

progress of the LGU December
project 2023
Classroom for To construct
JHS Learners classroom for JHS Agreed to put Meeting with the School Principal January 2023 500.00 MOOE
up JHS LGU and GPTA PTA
Classroom officers LGU

JHS Building Making of Program

Program of of Work School Principal February 1,000.00 PTA
Works GPTA 2023
LGU

Fund raising/ Plan for funds School Principal February 7,000.00 NGOs
accept PTA 2023 PTA
donations Alumni Alumni

Monitor Follow up projects School Principal February - 10,000,000.00 LGU/SEF

progress of the LGU December
project 2023
Shortage of To construct additional
Classrooms for classrooms for Agreed to put Meeting with the School Principal January 2023 500.00 MOOE
Elementary elementary up additional LGU and GPTA PTA
 Elementary officers LGU
Classroom
Classroom Making of Program
Building of Work School Principal February 1,000.00 PTA
Program of GPTA 2023
Works LGU

Fund raising/ Plan for funds School Principal February 7,000.00 NGOs
accept PTA 2023 PTA
donations Alumni Alumni

Monitor Follow up projects School Principal February - 5,000,000.00 LGU/SEF

progress of the LGU December
project 2023
Perimeter Fence To construct five span
Construction perimeter fence Agreed to Meeting with School Principal January 2023 500.00 MOOE
construct stakeholders PTA
perimeter fence Alumni

Fund raising/ Plan for funds School Principal

accept PTA January 2023 1,000.00 NGOs
donations Alumni PTA
Alumni
Construct 5 span School Principal March 2023 60,000.00 PTA
Constructed 5 perimeter fence PTA
span perimeter
fence
 THREE - YEAR INDICATIVE FINANCIAL PLAN

Goals Outcomes Strategies Output Program Activities Output Focal Particular Total
Indicators Person Cost
Year
(3 years)
2023 202 2025
4

PILLAR 1: ACCESS

Goal: All school-age children, out-of-school youth, and adults accessed relevant basic learning opportunities.

All five- Sustain the All school-age Oplan Community In 3 years 100% / / / BNS Tarpaulin, 15,000.0
year-old increase of learners in the Balik Mapping of school age Bond 0
BHW
children enrolment community will Eskwela learners in the papers,
in school be enrolled. community will School Printer, Ink,
be enrolled Principal Transparent
Teachers Tape, Data

Early / / / School File box 15,000.0

Registration Principal 0
 Teachers

Enrolment / / / School 15,000.0

Principal 0
Teachers
All
learners Increase the 100% of Sagip Home In 3 years / / / Parents Tarpaulin, 3,000.00
stay in promotion rate learners will be SARDOS Visitation for 100% of Bond
Teachers
school given / learners who learners will be papers,
and finish opportunities to are at risk of given Printer, Ink,
finish key PARDOS dropping out opportunities to
key Transparent
stages finish key Tape, Data
stages. Meet the / / / Parents 3,000.00
stages
parents of Teachers File box
learners who
are at risk of
dropping out
Goals Outcomes Strategies Output Program Activities Output Focal Particular Total
Indicators Person Cost
Year
(3 years)

2023 202 2025

4

PILLAR 2: EQUITY

Goal: Disadvantage school-age children and youth, and adults benefited from appropriate equity initiatives.

School – Zero Dropout 0% of learners Home To maintain / / / 3,000.00 Tarpaulin,

age rate program at risk of Visitation for zero dropout Bond
children dropping out learners who and decrease papers,
and are at risk of the number of Printer, Ink,
youth, dropping out learners at risk Transparent
and of dropping out. Tape, Data
Meet the / / / 3,000.00
adults in parents of
 situation learners who File box
of are at risk of
disadvant dropping out
age
/ / /
benefited
from
appropria
te equity
initiatives

Goals Outcomes Strategies Output Program Activities Output Focal Particular Total
Indicators Person Cost
Year
(3 years)

2023 202 2025

4

PILLAR 3: QUALITY

Goal: Learners complete K to 12 basic educations, having successfully attained all learning standards that equip them with the necessary skills and attributes to pursue the
chosen paths.
Learners Improving To increase the -In 3 years / / / Tarpaulin, 18,000.0
complete Word Independent there will be Bond 0
Seminar- School
K to 12 Recognition Reader to 25% increase papers,
workshop Principal
independent
basic and and readers in Printer, Ink,
education comprehension Instructional English Transparent
s, having of Grade 1 to 3 Readers by independent Tape, Data
successful pupils 45% readers from File box
ly 19% to 25%,
Phil-IRI and / / / School 12,000.0
attained
Pretest instructional Principal 0
all
readers from
learning Teachers
36% to 45%
standards
Reproduction / / / School 15,000.0
that equip -In 3 years
of Principal 0
them with there will be
Supplementar
the increase
y reading
necessary independent
materials
skills and readers in
attributes Filipino
to pursue independent
readers from
their
23% to 35%,
chosen
and
paths.
instructional
readers from
31% to 40%.

Improving To increase the -In 3 years / / / School Tarpaulin, 18,000.0

Reading level of there will be Principal Bond 0
Seminar-
Comprehensio comprehension increase papers,
workshop
n of Grade 4 to in English to independent Teachers Printer, Ink,
6 pupiils 30% readers in Transparent
independent English / / / School 12,000.0
Tape, Data
readers and independent Principal 0
Phil –IRI File box
40% Posttest readers from Teachers
instructional 20% to 30%,
readers Formulation and / / / 6,000.00
of the instructional
School
Class/Grade readers from
Principal
Level 33% to 40%
Reading Teachers
Program - In 3 years
there will be
To increase the increase
level of independent
comprehension readers in
in Filipino to Filipino / / / 30,000.0
30% independent 0
independent Reproduction readers from School
readers and of 20% to 30%, Principal
45% supplementar and Teachers
instructional y reading instructional
readers materials for readers from
the Grade 3 40% to 45%.
and 6 pupils
 Implementati / / / School 6,000.00
on of the Principal
Class/Grade
Teachers
Level
Reading
Program

Monitoring / / / School 6,000.00

and Principal
Supervision
of the Grade
4 and 6
Class/Grade
Level
Reading
Program

Phil-IRI Post / / / School 6,000.00

Test Principal
Teachers

Improving To increase the -In 3 years / / / School Tarpaulin, 18,000.0

Reading level of there will be PrincipalBond 0
Seminar-
Comprehensio comprehension increase papers,
workshop Teachers
n of Grade 4 to in English to independent Printer, Ink,
30% readers in Transparent
6 pupiils independent English / / / School Tape, Data 12,000.0
readers and independent Principal File box 0
Phil –IRI
40% readers from
Posttest Teachers
instructional 20% to 30%,
readers Formulation and / / / 6,000.00
of the instructional
readers from School
Class/Grade
33% to 40% Principal
Level
Reading - In 3 years Teachers
Program there will be
To increase the increase
level of independent
comprehension readers in
in Filipino to Filipino
30% / / / 30,000.0
independent
independent 0
Reproduction readers from School
readers and of 20% to 30%, Principal
45% supplementar and
instructional instructional Teachers
y reading
readers materials for readers from
the Grade 3 40% to 45%.
and 6 pupils

Implementati / / / School 6,000.00

 on of the Principal
Class/Grade
Teachers
Level
Reading
Program

Monitoring / / / School 6,000.00

and Principal
Supervision
of the Grade
4 and 6
Class/Grade
Level
Reading
Program

Phil-IRI Post / / / School 6,000.00

Test Principal
Teachers

Improving To increase the -In 3 years there / / / Tarpaulin, 18,000.0

Reading level of will be increased Bond 0
Seminar- February
Comprehensio comprehension independent papers,
workshop 2023
n of Grade 7 to in English to 30% readers in English Printer, Ink,
10 pupiils independent independent Transparent
readers and 30% readers from Tape, Data
/ / / School 12,000.0
instructional 22% to 30%, and
readers Phil –IRI instructional Principal File box 0
Posttest readers from
22% to 30%
Formulation / / / School 6,000.00
of the -In 3 years there Principal
Class/Grade will be increased &
Level independent Teachers
To increase the Reading readers in
level of Program
Filipino
comprehension independent
in Filipino to 35% readers from
independent 22% to 35%, and
readers and 55% instructional / / / School 30,000.0
instructional readers from Principal 0
readers Reproduction 25% to 35%.
of
supplementar
y reading
materials for
the Grade 3
and 6 pupils

Implementati / / / School 6,000.00

on of the Principal
Class/Grade &
 Level Teachers
Reading
Program

Monitoring / / / 6,000.00
and
February
Supervision
2023
of the Grade
4 and 6
Class/Grade
Level
Reading
Program

Phil-IRI Post / / / School 6,000.00

Test Principal

Improving In 3 years there / / / School 18,000.0

quarterly MPS will be 83% Principal 0
Seminar-
in English increased of &
workshop
To increase English Quarterly Teachers
English Quarterly MPS
MPS to 83% Instructional / / / School 300.00
Supervisory Principal
Plan
 Individual / / / School 200.00
Teacher’s Principal
Teaching &
record Teachers
Observation
Log/Checklist

Analysis of / / / 6000.00
Individual
Teacher’s
Teaching
Record

Minutes of / / / 300.00
Teacher-
Principal
conference

Improving To improve In 3 years the / / / School 18,000.0

proficiency in instruction in the instruction in the Principal 0
Seminar-
four conceptualization conceptualization &
workshop
fundamental of four of the four Teachers
operations in fundamental fundamental
Math operations in operations
Instructional / / / School 300.00
Math Supervisory among learners Principal
Plan will improve
Individual / / / School 200.00
Teacher’s Principal
Teaching &
record Teachers
Observation
Log/Checklist

Analysis of / / / School 6000.00

Individual Principal
Teacher’s &
Teaching Teachers
Record

Minutes of / / / School 300.00

Teacher- Principal
Principal
conference
Goals Outcomes Strategies Output Program Activities Output Focal Parti Total Source
Indicators Person cular Cost of
Year
Funds
(3 years)

2023 2024 2025

PILLAR 4: RESILIENCY AND WELL-BEING

Goal: Learners are resilient and know their rights, and have the life skills to protect themselves and their rights

Learners To construct In 3 years there / / / MOO

are served Kindergarten will be
Agreed to put School 500.00
by a Classroom constructed
up Principal
departmen kindergarten
Kindergarten
t that classrooms PTA
Classroom
adheres to
a rights- LGU
based
education Kindergarten / / /
framework Classroom
School 1,000.00
at all levels Building
Principal
Program of
Works GPTA
Learners
LGU
are safe
and / / / MOO
protected
Fund raising/ School 7,000.00
and can
protect Principal
accept
themselves donations PTA
from risks
and Alumni
impacts / / / NGO’
from
natural and Monitor School 1,000,00
progress of Principal 0.00
human-
induced the project
LGU
hazards
/ / /

School
Learners Principal
have the PTA
basic,
LGU
physical,
mental,
and
emotional / / /
fortitude to School
cope with Principal
various
challenges GPTA
in life and LGU
to manage
risks. To construct / / /
additional
classrooms for Agreed to put School 500.00 MOO
elementary up ELEM Principal
learners Classroom
PTA

Alumni

JHS Building / / /
Program of
School 1,000.00 PTA
Works
Principal

LGU
 / / /

Fund raising/ School 7,000.00 NGO

Principal
accept PTA
donations PTA
Alum
LGU i

/ / /

Monitor School 10,000,0 LGU/

progress of Principal 00.00 SEF
the project
GPTA

LGU

To construct In 3 years there / / /

classroom for will be additional
Agreed to put School 500.00 MOO
JHS classroom for
up additional Principal
elementary
jhs
learners PTA
nClassroom
Alumni

Classroom / / /
Building
 Program of School 1,000.00 PTA
Works Principal

LGU

/ / /

Fund raising/ School 7,000.00 NGO

Principal
accept PTA
donations PTA
Alum
Alumni i

/ / /

Monitor School 5,000,00 LGU/

progress of Principal 0.00 SEF
the project
PTA

Alumni

To construct In three years / / /

five span there will be 15
Agreed to put School 500.00 MOO
perimeter fence span constructed
up additional Principal
PERIMETER
FENCE perimeter fence LGU

Perimeter / / /
fence
School 1,000.00 NGO
Program of
Principal
Works PTA
PTA
Alum
LGU i

/ / /

Fund raising/ School 60,000.0 PTA

0
Principal
accept
donations GPTA

LGU

/ / / NGOS
PTA
Monitor
ALUM
progress of
NI
the project